- Participatory Research, Participatory Action Research, Sports Performance, Sports Coaching, Positive Psychology, Coaching and Positive Psychology, and 7 moreCoaching (Education), Action Research, Sport And Exercise Psychology, Social Work Education, Educational Action Research, Coaching Psychology, and Leadership and Mentoringedit
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This text suggests guidelines for the development of preceptor and mentorship skills within the health care profession. With the continuing changes in the profession and the need to recruit able students for continuing care, preceptor and... more
This text suggests guidelines for the development of preceptor and mentorship skills within the health care profession. With the continuing changes in the profession and the need to recruit able students for continuing care, preceptor and mentorship skills are becoming more important.
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1. Realising the Olympic dream - bring on the alchemists 2. Coaching for performance: an interview with Olympic diving coach, Andy Banks 3. Coaching for performance: reflections of Olympic diving coach, Andy Banks 4. Reflection and the... more
1. Realising the Olympic dream - bring on the alchemists 2. Coaching for performance: an interview with Olympic diving coach, Andy Banks 3. Coaching for performance: reflections of Olympic diving coach, Andy Banks 4. Reflection and the art of coaching: fostering high-performance in Olympic Ski Cross 5. 'One door closes, a next door opens up somewhere': the learning of one Olympic synchronised swimmer 6. Stories of success: Cultural narratives and personal stories of elite and professional athletes 7. Thought Piece: Realising the Olympic dream: vision, support and challenge 8. Developing rapid high-pressure team decision-making skills. The integration of slow deliberate reflective learning within the competitive performance environment: A case study of elite netball 9. Reflections on a dream: towards an understanding of factors Olympic coaches attribute to their success 10. Sacrifice: the lonely Olympic road 11. 'Multi-directional management': exploring the challenges of performance in the World Class Programme environment 12. Politics, power & the podium: coaching for Paralympic performance 13. Thought Piece: The political process of constructing a sustainable London Olympics sport legacy: three years on
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ABSTRACT The aim of this article is to demonstrate how reflective practices can enable change to be better managed by business leaders and organizations. The paper is positioned within recent and significant developments in the field of... more
ABSTRACT The aim of this article is to demonstrate how reflective practices can enable change to be better managed by business leaders and organizations. The paper is positioned within recent and significant developments in the field of learning through reflection. These developments have given rise to puzzles and challenges, but also some opportunities. We address one of these opportunities for the better management of change, namely the use of applied positive psychology and its relationship with the practices of reflection. A sporting cameo of a ‘team in turmoil’ provides a comparative analysis of three possible change management strategies to revive the fortunes of the team. The three strategies focus on: (a) Deficit-reduction, trouble-shooting and fixing problems; (b) Using ‘traditional’ and often borrowed reflective models and cycles and (c) Managing change through enhancing positivity and using strengths-based reflective practices. Here the power of two core ideas from positive psychology and their application to change management are presented. These are the primacy of the positive and the focus on the use of human strengths. The paper concludes with reference to the work of an elite coach managing within a high performance organization and who has applied some of the principles and processes outlined in this paper, to manage change within the demanding, pressurized and ever changing environment of elite sport. Ultimately this article aims to present applied concepts of reflective practice, grounded in the relatively new field of positive psychology, to enable business leaders and organizations to more effectively manage change.
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Research Interests: Sociology, Psychology, Education, Reflective Practice, Action Research, and 12 moreResearch Methodology, Appreciative Inquiry, Knowledge sharing, Citizen Journalism, Pedagogy, Communication Technology, Philosophy and Religious Studies, Reflective Learning, Reflective, Action (Physics), Work Practice, and Cognitive Reframing
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... 2005. [16] H. Schaffers, MG Cordoba, P. Hongisto, T. Kallai, C. Merz and J. van Rensburg, Exploring Business Models for Open Innovation in Rural Living Labs, . in 13th International Conference on Concurrent Enterprising,... more
... 2005. [16] H. Schaffers, MG Cordoba, P. Hongisto, T. Kallai, C. Merz and J. van Rensburg, Exploring Business Models for Open Innovation in Rural Living Labs, . in 13th International Conference on Concurrent Enterprising, Sophia-Antipolis, France, 2007. ...
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Reflective practice is fundamental to any paramedics development. This text has been written especially for student paramedics in university and paramedics who have undertaken university education. The underlying philosophy of this text... more
Reflective practice is fundamental to any paramedics development. This text has been written especially for student paramedics in university and paramedics who have undertaken university education. The underlying philosophy of this text is one of making reflection accessible and easy to understand whilst maintaining an appropriate academic level. This book will allow you to develop the underpinning knowledge required to complete reflection effectively and consistently. It contains and explains many different models of reflection, utilising a number of true to life examples to demonstrate the characteristics of each model. These models and examples will allow you to select the most appropriate reflective framework for your needs.
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This text suggests guidelines for the development of preceptor and mentorship skills within the health care profession. With the continuing changes in the profession and the need to recruit able students for continuing care, preceptor and... more
This text suggests guidelines for the development of preceptor and mentorship skills within the health care profession. With the continuing changes in the profession and the need to recruit able students for continuing care, preceptor and mentorship skills are becoming more important.
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Imagine that you get such certain awesome experience and knowledge by only reading a book. How can? It seems to be greater when a book can be the best thing to discover. Books now will appear in printed and soft file collection. One of... more
Imagine that you get such certain awesome experience and knowledge by only reading a book. How can? It seems to be greater when a book can be the best thing to discover. Books now will appear in printed and soft file collection. One of them is this book reflection principles and practice for healthcare professionals. It is so usual with the printed books. However, many people sometimes have no space to bring the book for them; this is why they can't read the book wherever they want.
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ABSTRACT This paper is a call to action which describes, explains and then justifies why a shift from a pedagogy of scarcity to a pedagogy of abundance is necessary in coach education. It begins by (re)establishing the crucial links... more
ABSTRACT This paper is a call to action which describes, explains and then justifies why a shift from a pedagogy of scarcity to a pedagogy of abundance is necessary in coach education. It begins by (re)establishing the crucial links between emotions, thoughts and then actions. This is then taken further with an explication of how currently reflective practices in sports coaching and education could be called a pedagogy of scarcity. We argue that this is characterised by an anaemic and skeletal conception of reflection and its practices which gives rise to two consequences: (1) a sense of placelessness; (2) borrowing practices. The second half of the paper presents a counterpoint which is a pedagogy of abundance. This has four characteristics: (1) a less myopic and more expansive view of the practices of reflection; (2) a greater focus on identifying and then building the strengths, gifts and talents of coaches; (3) a move away from a predilection of paper-and-pencil type reflective tools; and (4) recasting the process of ‘shared learning’ to positively utilise the benefits of modern information and communication technologies in learning through reflection. We attempt to make the case that utilising the benefits of a pedagogy of abundance brings with it an opportunity for coaches and coach education to create new spaces for reflection, performative action, intervention and perhaps transformation in the run-up to Rio 2016.
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This book argues that the reflective process is at the heart of effective clinical supervision and sets out to do four things: to review the most up-to-date literature on clinical supervision; to make the case that the reflective... more
This book argues that the reflective process is at the heart of effective clinical supervision and sets out to do four things: to review the most up-to-date literature on clinical supervision; to make the case that the reflective conversation is the centrepiece of the process; to show how clinical supervision can be enhanced through critical reflective practice; and to present a generic and holistic model of supervision. The book highlights the negotiation, mutual understanding and empathy skills needed by both supervisor and supervisees. The readership includes: nursing students, general nurses, specialist nurses, supervisors, managers.
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Taylor and Francis Ltd CREP_A_228789.sgm 10.1080/14623940701288859 Reflective Practice 462-3943 (pri t)/1470-1103 (online) Edit ri l 2 07 & Fran is 80 000May 007 Prof ssor To yGhaye tony.gh ye@btint rn t.com I want to open up a debate... more
Taylor and Francis Ltd CREP_A_228789.sgm 10.1080/14623940701288859 Reflective Practice 462-3943 (pri t)/1470-1103 (online) Edit ri l 2 07 & Fran is 80 000May 007 Prof ssor To yGhaye tony.gh ye@btint rn t.com I want to open up a debate about how far we can confidently say that reflection, however it is conceived, is practised ethically. That the what, how and why of reflective practices can be adequately described, explained and justified, ethically. Of course we might embrace this challenge in many ways. One suggestion is that, through this journal, we try to ‘locate’ our ethical judgements, decisions and actions in forms of language that reveal what’s truly important when we say we are ‘doing’ reflective practice or we ‘are’ a reflective practitioner. But these forms of language need to carry the potential to be understood by others. The point being that if we cannot make ourselves understood widely, our contribution to the debate and the impact we may have is diminished. Another suggestion is that we take a look at one kind of reflective practice (e.g., the writing of a reflective portfolio) and ask ourselves the question, ‘How far is this particular kind of reflective practice ethical?’ And if we do this, to see what learning emerges. One reason for this suggestion this is that in the period, 2004–2006, as Editor of this journal, I have received more papers about reflective portfolios, of one kind or another (including log books, diaries, journals), than about any other kind of reflective account. As I’ve looked back over the content of these papers, I have come to appreciate that we could have deepened our understanding of this practice, with an explicit and sustained ethical analysis of it. I want to invite you to share your ‘ethical perspectives’ on the practice of building and assessing a reflective portfolio. My hope is that an ethical analysis might lead to even better ethical action. To begin an exploration of this, I am going to keep the paper rooted in the world of the award-bearing course, where university staff require students to keep and present, for assessment, a reflective portfolio. So you might say, I am focusing on ‘applied ethics’. Every reflective portfolio has the potential to contain a plethora of ethical issues. For example about rights-to-autonomy, confidentiality, anonymity, privacy and dignity, scarce resource distribution, professional competence, inter-personal conflicts, fairness, conflicting loyalties, discipline and encroachments on personal liberty.
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Page 1. TEACHING AND LEARNING THROUGH REFLECTIVE PRACTICE A PRACTICAL GUIDE FOR POSITIVE ACTION « - - TONY Page 2. Teaching and Learning ... development courses. Tony Ghaye is an expert in positive psychology. He ...